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OF THE 

Industrial Education Association 



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Education in Bavaria 



BY 



./ 

SIR PHILIP MAGNUS, 



Member of the late Royal Commission on Technical Instruction, Director of the 
City and Guilds of London Technical Institute. 



I ^ (>;. 10 i88R ^ -^ 



5 



EDITED BY 
NICHOLAS MURRAY BUTLER, Ph.D., 

President of the Industrial Education Association. 



NEW YORK. 

Industrial Education Association. 

MARCH, 1888. 
Twenty Cents. 



\ \ 






Copyright, 1888 

BY THE 

Industrial Education Association. 



EDUCATION IN BAVARIA. 



The title of this paper is somewhat too general for the 
subject of which it treats. Whilst, incidentally, I shall re- 
fer to some of the principal educational agencies found in 
the Kingdom of Bavaria, and to certain statistics as re- 
gards the number of pupils in attendance at, and the cost 
of maintenance of, the different schools, my main purpose 
is to give some idea of the "school system" of the country, 
and to show, by way of contrast with the absence of or- 
ganization in England, the clearly defined relations that 
exist between the different grades of schools. 

The first thing that strikes the observer in comparing 
German and English education is the better organization 
and gradation of the foreign schools. What the Germans 
call Schiilweseii scarcely exists in England. This is main- 
ly owing to the fact that, for many years, education in 
Germany has been under State control ; whereas in Eng- 
land, it is only recently that the State has, to any con- 
siderable extent, interfered with the education of the 
country ; and even now that interference is restricted to 
the instruction in elementary and evening schools. There 
are, of course, advantages both in the systems of Germany 
and of England. Where the schools are all under the 
supervision and the direction of the State, improvements 
are more readily introduced into the methods of instruction 
than where no such control exists. On the other hand, 
the freedom of instruction and the great variety in the 
types of schools which we find in England, present features 
which are favorably regarded by those who are compelled 
to work in accordance with a rigidly defined programme. 



28 Education in Bavaria. [4 

Nothing, however, is more difficult than the endeavor to 
classify English schools. As regards the elementary 
schools, there is, of course, no difficulty, because they are 
all organised on the same plan ; but as soon as we proceed 
one step higher in the educational ladder, the difficulty of 
presenting in a tabular form the various grades of second- 
ary schools is very considerable. On the other hand, it 
must not be supposed that, although the secondary edu- 
cation of Great Britain is free from Government control, it 
is therefore, wholly unfettered by external influences. Of 
late years, the Universities have assumed, to some extent, 
the position occupied by the Governments of foreign coun- 
tries. Secondary education in England is very much in- 
fluenced b\' the examinational systems of the Universities; 
and the necessity of preparing pupils for the different 
local and matriculation examinations, limits free teaching 
almost as much as state inspection. Indeed, I am not 
certain but that the Germans would prefer that the general 
outlines of their instruction should be defined by a superior 
authority, than find themselves obliged to prepare pupils 
for various examinations, and judged to a very great extent 
by the results. But where the foreign system seems to me 
to be undoubtedly superior, is in the closer definition of 
the objects which each school endeavors to fulfill. In 
England, social distinctions have more reference to the 
classification of schools than the relation of the teaching to 
the future career of the pupil. This is not so on the con- 
tinent. The consequence is, that in England nearly all 
schools, except the primary, aim at teaching the same 
subjects, and have a very extensive curriculum, adapted to 
the requirements of pupils with very different objects in life. 
Where all the schools are controlled by one central au- 
thority, this is not the case ; and whilst the number of 
subjects taught in each school is more restricted, the 
curriculum is made to depend upon the age at which the 
pupil leaves, and, to some extent, upon his future career. 



5] Education in Bavaria. 29 

More time can thus be devoted to each subject, and the 
teaching is more thorough. Another defect in the English 
school system, arising from want of organization, is that 
different schools, which ought to aim at educating different 
classes of pupils, overlap one another in their aims and 
objects, and are with difficulty distinguishable. Parents, 
consequently, in selecting the school to which they shall 
send their sons, are less influenced by the kind of education 
which that school provides than by the social position of 
the pupils attending it. This overlapping of instruction 
increases the expense of school teaching quite as much as 
it lessens its efficiency. Moreover, modifications in the 
system of instruction and in the methods of teaching are 
less readily adopted where school-masters are compelled 
to follow, rather than to lead, public opinion ; and educa- 
tional progress is less rapid than when a Central Board 
guides and controls it. 

A typical example of the organization of German schools 
is presented in the school-system in Bavaria. This system 
is well illustrated in the city of Munich, which contains 
specimens of all the different schools existing throughout 
the country. I first became acquainted with the Bavarian 
system of education, during a visit paid to Munich and 
Niiremburg in the spring of 1882, in company with my 
colleagues, the members of the Royal Commission on 
Technical Instruction. At our request, Dr. Bauernfeind, 
the Director of the celebrated Polytechnic School of Mun- 
ich, prepared for us the annexed diagram (see p. 31), which 
gives a general view of the Bavarian school system. During 
the spring of the present year (1887) I have again visited 
Bavaria, with the view of verifying and supplementing my 
former experiences. 

The population of Bavaria is about 5,250,000, and in 
1872, 633,724 children were in attendance at the elemen- 
tary schools, or 2 in 15 of the population. The population 
of Munich is about 230,000, and it contains 20 elementary 



30 Education in Bavaria. [6 

schools, the average attendance at which is nearly 25,000 
children, or i in 9 of the entire population. The smaller 
proportion in the capital is due to the fact that in Munich, 
a larger number of children are privately educated, or leave 
the elementary schools at an earlier age to attend some 
higher school. The ordinary elementary school age is 
between 6 and 13. and it is scarely necessary to say that 
elementary education is compulsory. Except under speci- 
al circumstances, to which I shall presently refer, no child 
can leave the eleiVientary school until he has attained the 
age of thirteen ; and even then, if he at once enters indus- 
trial life, he is required to attend, during the evening, what 
is called a continuation school, where the instruction con- 
sists of the same subjects as are taught in the primary 
school, further continued, in addition to elementary sci- 
ence, book-keeping, and what may be called industrial 
drawing. These evening schools are by no means techni- 
cal, except as regards the instruction in drawing, which is 
made to have some reference to the future occupation of 
the pupil. 

By reference to the diagram, by which the age of the 
pupil is indicated by a scale on the right, it will be seen 
that children leaving the primary school at the age of thir- 
teen, continue their education for three years longer in 
these evening classes, which they must attend for three 
years, and may attend for five years. These continuation 
schools are held on the evenings of the week-days and on 
Sundays. In 1884, throughout Bavaria, there were 273 
such schools in which 1,223 teachers were engaged; and 
in Munich only, the attendance in these schools averages 
about 3,194 yearly. The elementary schools are attended 
by the great majority of the children of the country, be the 
social position of their parents what it may ; and the idea 
that such schools are for the children of the poor only, and 
that those who contribute most to their support have no 
right to take advantage of them, certainly never occurs to 



7] 



Education in Bavaria. 



31 




UNIVERSITY 
FACULTIES. 

A. Theology. 

B. Jurisprudence. 

C. Cameralistic. 

D. Medicine. 

E. Philosophy. 



POLYTECHNIC 
DIVISIONS. 

P. General. 
G. Engineering. 
H. Architecture. 
I. Mechanics. 
K. Chemistry. 
L. Agriculture. 



TECHNICAL COLLEGE 
DIVISIONS. 

M. Mechanics. 
N. Chemistry. 
O. Building. 
P. Commerce. 



32 Education in Bavaria. [8 

a German mind. They are essentially volksschulen, or 
people's schools. Many of those who are intended for / 
higher education leave the elementary school at the age of 
ten, and proceed to the Real-Schule. Into this school, they 
are only admitted on passing an entrance examination. 
The fees are about twenty-five shillings a year, but a large 
number of the children are admitted at half-fees or quite 
gratuitously. In Bavaria there are about forty-six such 
schools, in thirty-four of which the course of study occu- 
pies six years, and in twelve, four years. The children 
enter at the age often, and leave at the age of fourteen or 
sixteen. The course of instruction comprises German, at 
least one other modern language, science, mathematics 
and drawing. Latin is not taught, nor is there any work- 
shop instruction. They are distinctly higher elementary 
schools giving that kind of general instruction which will 
be most useful to those who will enter manufacturing or 
commercial life at the age of sixteen, or who may be pre- 
paring for a course of technical instruction with a view to 
some higher post in industrial works. 

The only school of this type I visited was situated in the 
Eisenmanns-strasse, and contained about seven hundred 
pupils, divided into six classes. The school is well pro- 
vided with apparatus for practical scientific instruction. 
It has a good chemical laboratory, in which boys of the 
fifth and sixth classes receive instruction for about three 
hours per week. There is a good lecture theatre, with a 
preparation room attached to it, and a private laboratory 
for the master. One or two rooms were occupied with 
collections of scientific objects. There is a mineralogical 
museum, and a well-arranged cabinet of physical appara- 
tus, besides the apparatus needed for chemical instruction. 
The lessons in physics consist almost exclusively of oral 
teaching in the lecture theatre, illustrated by experiments ; 
the note-books of the pupils being carefully examined and 
marked by the instructor. 



9] Education in Bavaria. 33 

Laboratory instruction in physics, in which the pupils 
themselves are exercised in practical work, had not, at the 
time of my visit to Germany, been introduced into any of 
the schools. The class-rooms of the school are well sup- 
plied with maps, diagrams of mechanical and physical 
apparatus, as well as of the different parts of plants and 
insects. The teaching of natural history forms an impor- 
tant feature in the school curriculum, and is illustrated by 
an excellent collection of models of flowers. Besides 
these diagrams and models, which are freely employed as 
aids to the teaching given in this school, part of the court- 
yard is used as a garden, in which plants are grown to 
illustrate the botanical lessons. I may here mention that 
the teaching of botany is an essential part of the scientific 
instruction given in nearly all the Real-Schulen of Ger- 
many, and precedes the teaching of physics and of 
chemistry, as exercising the observing, rather than the 
reasoning faculties of the children. Similar schools in 
Berlin, one of which I recently visited, are supplied once 
or twice a week from the Royal Botanical Gardens with 
fresh specimens of flowers for the instruction of the pupils. 
In the Munich school, natural history is taught to the pu- 
pils of the second and third classes, physics and chemistry 
to those of the fourth, fifth and sixth. 

The standard of mathematical teaching in these Real- 
Schools is high, and the teaching of geometry is facilitated 
and rendered more directly serviceable to the pupil by not 
insisting on the use of Euclid as a text-book. In the 
school I am describing, there was a good collection of 
models, illustrating the different geometrical forms, and 
the intersection of surfaces. Geometry is taught together 
with drawing, so as to prepare the way for the teaching of 
mechanical drawing, excellent specimens of which were 
submitted to us. There is also in the school a good stu- 
dio, furnished with casts, in which the pupils receive in- 
struction in freehand and in model drawing. 



34 Educatioji m Bavaria. [lo 

In the year 1884, the total number of children in attend- 
ance at these schools was, 7,282. 

By reference to the diagram it will be seen that pupils 
leaving this school at the age of sixteen are admissible, 
and some of them proceed, to the Technical College, 
which is known in Bavaria by the name of Industrie Schule. 
The number of students for the session 1883-4, in the four 
Technical Colleges found in Bavaria, was only 370, the 
school in Nuremberg being the best attended. The total 
annual cost to the State for the maintenance of these 
schools is about ;^i 1,000, the cost of the education of each 
student being about ;^30 a year. This corresponds very 
nearly with the cost of the education of the day students of 
the Finsbury Technical College, erected and maintained 
by the City and Guilds of London Industries. 

The aim of these schools is to enable the students to 
obtain a practical education, less theoretical in character 
than that given in the Universities or at the Polytechnic 
Schools, which shall adapt them to at once enter upon 
commercial or industrial work, with a fair chance of imme- 
diate employment, and of obtaining steady promotion in 
their careers. Those students who are not admitted by 
exhibitions pay an entrance fee of four shillings, and thir- 
ty-six shillings per annum, or twenty-two shillings for 
the half-year. The school course lasts two years. There 
are four divisions, according as the student is intended for 
engineering, chemical, building or commercial work. Like 
all the educational institutions of Germany, the school is 
well provided with apparatus, specimens and collections. 
It contains a room replete with mechanical models of 
nearly every description, including pumps, valves, steam- 
engines, and hydraulic apparatus, beautifully constructed 
and showing the working of the different parts. There is 
also an art studio, well fitted with casts ; and screens are 
carefully arranged between the windows so as to produce 
proper effects of light and shade. A point worthy of note 



ii] Education in Bavaria. 35 

is that the smaller casts are kept in cabinets with glass 
doors until they are required for use, so as to prevent their 
being discolored by dust, which often interferes with the 
student's perception of natural shade. In this college or 
school, considerable attention is paid to the teaching of 
mathematics and machine drawing ; and in the chemical 
laboratory, besides quantative and qualitative analysis, 
the students spend a large amount of time in synthetical 
chemistry, and the museum attached to the laboratory 
contains a number of substances prepared by the students. 

A special feature of the instruction in this college is that 
given in the workshops. Workshop instruction has only 
of late years been given in the technical schools of Ger- 
many. In the Real-Schiile leading up to this college, no 
such instruction is given, and the opinion is still very gen- 
erally held thoroughout Germany that practice in the use 
of tools is best commenced in the commercial works, and 
that the period devoted to school education should be 
wholly occupied in the teaching of principles. There is, 
however, a gradually increasing tendency to adopt the 
opposite view, and the importance attached to workshop 
instruction in other countries, notably in France and in the 
United States, is not without effect on German education- 
ists. In Austria, workshop schools are numerous, and in 
Rheinish Prussia the number of such schools is increasing. 

In each of the four technical colleges of Bavaria, there 
are workshops. In the Munich school, the workshop is 
fitted with thirty-six vises, two planing machines, ten 
lathes, two upright drills, the power being supplied by a 
twO|horse-power gas-engine, and a six horse-power steam- 
engine. At the date of our visit there was a small joiner's 
shop, a larger shop being then in process of erection. 
The instruction is obligatory on all students in the engi- 
neering section, but is voluntary for those in all other 
divisions. Each student has his own box of tools, which 
is fitted to the wall above the benches and kept under lock 



36 Edtication in Bavaria. [12 

and key. The steam-engine is tended by the students, 
each one taking charge of it for a week at a time. The 
workshops are under the direction of a practical scientific 
mechanic, and no extra fee is charged for this kind of 
training. Many of the machines used in the shops were 
made by the students. 

The opinions which we received from different authori- 
ties, as to the value of these schools, varied very much. 
More than one of the professors of the University attached 
very little value to the instruction. On the other hand, 
the testimony of managers of machine works in Bavaria, 
who had had the opportunity of testing the results of the 
training given in these I)id2isirie Sc/mlen, is very much in 
favor of the education they provide. An English foreman, 
engaged in the works of a large machine maker at Nurem- 
berg, referred to it in the highest possible terms, and dis- 
tinctly stated that he gave a decided preference to boys 
who had received during their school course some amount 
of workshop instruction. We, ourselves, came to the con- 
clusion that in those technical colleges in which workshop 
instruction formed a part of the curriculum, the machine 
drawing was generally much better than in other schools, 
where no such instruction was given. 

In Bavaria, children who are intended to receive a high- 
er education, which shall extend to the age of eighteen, 
leave the primary school at nine years of age and enter a 
first-grade classical school, or a modern school. These 
schools which are known by the name of Gymnasia, 
constitute a characteristic feature in German education. 
It is, pre-eminently, perhaps, in secondary education that 
the Germans have been for so long a time in advance of all 
other people. Matthew Arnold, in his ".Higher Schools 
and Universities in Germany," published in 1868, first made 
us fully acquainted with the system of instruction adopted 
in these schools. The organization of these secondary 
schools is the subject of constant discussion in educational 



13] Educatioti in Bavaria. 37 

journals, and in educational societies, in Germany ; and in 
no two States is the system of instruction pursued abso- 
lutely identical. The question as to the age at which 
Greek should be commenced, determines to some extent 
the character of the instruction given in these schools. In 
Bavaria, the classical and the modern secondary school 
are respectively known as the Hiunanistic-Gyinnasiimt 
with Greek, and the Real- Gymnasium without Greek. In 
the former, as it will be seen from the diagram, the study 
of Greek is commenced at the age of twelve. The three 
junior forms, in which Latin only is taught, are common to 
both schools. The advantage of this system is, that the 
child is not required definitely to choose between the 
literary and the more scientific education until he shall 
have reached an age at which his taste and aptitude can 
be more readily determined. If he has already entered 
the Gymnasium where Greek is taught, he can leave it at 
the age of twelve should his parents desire him to do so, 
and continue his studies in the Real- Gymnasium, where he 
will pursue his Latin, but will learn no Greek, and if he 
has entered, in the first instance, a Real-Gymnasium, he 
can pass out of it into the classical school, without any 
break whatever in the continuity of his studies. It is 
interesting to note that the head masters of three of the 
principal public schools in P^ngland have issued a circular 
bearing date July, 1887, in which they suggest that Greek 
shall not be taught in the preparatory school, or Pro- 
gymnasium, and shall not be begun before the age of 
twelve. 

The Real-Gymnasium corresponds very nearly with the 
modern side of English public schools. At one time there 
were six schools of the Real-Gymnasium type in Bavaria. 
But owing to the gradual falling off in the attendance, the 
number of these schools has been reduced to four, in 
'Munich, Nuremberg, Wiirzburg and Ausburg. In the 
year 1884, the number of pupils in these four schools had 



38 Education in Bavaria. [14 

fallen as low as 434, the reason assigned being that the 
leaving examination from these schools does not admit the 
pupils to any one of the four professional faculties of the 
University A, B, C or D, in which, of late years, the 
attendance has considerably increased. The cost to the 
State of the maintenance of these schools for the year 
1884 was about ;^9, 000, or over ;^2i per annum for each 
scholar. On the other hand, the attendance at the 
Humanistic or classical schools has of late increased and is 
very large in proportion to the population. Some of the 
Gymnasia have not their full complement of classes. 
These are called Pro-gymnasia or preparatory schools. 
They have only the five lowest classes. Of such schools 
there are 44 in Bavaria, with an attendance roll of 2,920 
pupils. Of complete Gymnasia with nine classes there 
are 33, at which the attendance for 1884 was 14,700. 
Many of these classical schools are supported, as in this 
country, from funds derived from ancient endowments. 
But the state contributions to the maintenance of the 
schools amounted in 1883-84 to ^^93,300, the cost of the 
education of each pupil being about ;^io per annum. 

Of the entire male population of Bavaria, 2,578,910, 
about 25,706 are receiving a secondary education in one or 
other of the schools already referred to, in addition to 
those who are being educated in the specially commercial 
schools. It would appear, therefore, that about one in 
every lOO males is to be found in the schools intermediate 
between the elementary schools and the university. 

There cannot, of course, be too much variety in the dif- 
ferent classes of schools, provided their aims and objects 
are well defined, to which parents may send their children; 
and for this reason it is well that the Real-Gymnasium 
should exist side by side with the more strictly classical 
school. But there can be little doubt that, if any really 
valuable instruction is to be given in Latin, the time de- 
voted to it in the Real-Gymnasiiun must be such as 



15] Education in Bavaria. 39 

seriously to interfere with the requirements of mathemati- 
cal and scientific teaching ; and the practical teaching of 
science demands more time than can be given to it, if 
Latin is to form part of the school curriculum. For this 
reason, in Prussia and in the northern states of Germany, 
the curriculum of the Real-Schnle, in which no Latin is 
taught, has been extended, and additional classes have 
been added to it, so as to make it correspond in grade with 
that of the classical and modern schools. Schools of this 
kind in which there are ten classes, as in the Gymnasiiun, 
are found in Berlin and in many other cities in Germany ; 
and it is very possible that the distinction between a 
literary and a scientific training will gradually become 
more and more pronounced, and the choice will lie mainly 
between the training of the classical and of the purely 
scientific school. The figures above quoted show that this 
is likely to be the case, and as science comes to be more 
practically taught, the necessity of lightening the 
curriculum of modern schools by the omission of Latin 
will be more generally recognized. In the Bavarian 
system of education, the Real-Schule has not a full 
complement of classes, and is distinctly of a lower grade 
than the Real-ScJmlen of north Germany generally. In- 
deed, it is intended mainly for those children whose posi- 
tion is such as not to enable them to take advantage of 
the opportunities of the higher education of the Universi- 
ties or of the Polytechnic School. 

In Bavaria, as in other parts of Germany, the higher 
secondary schools are the channels through which 
students pass to the University or to the Polytechnic 
School. The classical training of the Gymnasium is, still 
inferentially regarded as the highest type of education, 
and the pupils leaving these schools with the matriculation 
certificate are at once admissible into any of the several 
faculties of the University or of the Polytechnic School. 
But this is not so with those who have passed through the 



40 Education in Bavaria. [i6 

Real-Gymnasium which answers to the modern side of the 
secondary school. The leaving certificate of the Real- 
Gynnnasiiim does not qualify them to continue their studies 
at the University in the faculties of law, theology or medi- 
cine. This is indicated on the diagram by the circular 
arrow which, starting at the Gymnasium extends from A 
to L, and, starting from the other side, from L to E. 

The German University is an institution in many re- 
spects similar to University College and King's College, 
London, and the Owen's College, Manchester, which has 
recently received a university charter. It corresponds 
more nearly with the universities of Scotland than with 
those of Oxford and Cambridge. It is at once a teaching 
and a degree-conferring body, with faculties of instruction 
covering the whole area of human knowledge except the 
application of science to the several branches of engineer- 
ing. The University of Munich consists of five faculties — 
those of theology, law, medicine, philosophy, and what, 
for want of a better title, may be called the civil service or 
commercial faculty. The philosophical faculty comprises 
all branches of what is generally understood by philoso- 
phy proper, including logic, psychology, metaphysics, and 
the history of philosophy, as well as the whole range of 
the natural and physical sciences. For many years past, 
the science faculties of the German Universities have been 
organized on a scale vastly superior to that found in any 
other universities. The University of Munich is specially 
distinguished for its chemical teaching. The laboratories, 
under the direction of Professor Baeyer, are very extensive, 
and have been erected by the State at a cost of about 
^30,000, and were, till very recently, the most complete of 
all the laboratories of Europe. They consist of four large 
laboratories for qualitative and quantitative analysis, and 
for the study of organic and inorganic chemistry, besides 
several smaller laboratories in which teachers and students 
are occupied with original research. 



I/] Education in Bavaria. 41 

To the chemical laboratories of the Universities Ger- 
many undoubtedly owes much of the success of its 
manufacturing industry. The principal chemists of Ger- 
many have been trained in the Universities, and there has 
been a constant rivalry between the chemical teaching of 
the Universities and of the Polytechnic Schools, the former 
being regarded by most authorities as the higher, and the 
latter being considered as the better adapted for the 
training of those who are not intended to be mere analyists, 
but masters or managers of chemical works. The relative 
advantages of the University and of the Polytechnic, as a 
school for the education of industrial chemists, is one of 
the many educational points which cannot yet be con- 
sidered as definitely settled. Indeed, the whole question 
of the relation of the University to the Polytechnic School 
is full of difficulty, some eminent authorities being in 
favour of the combination of university and of technical 
teaching as is the case at the Owens College, Manchester, 
and to some extent at University College and at Kings 
College, London, whilst others think that the study of 
pure science and the cause of the higher learning would 
suffer from the too close association of the University and 
the professional school. Into this vexed question I do 
not now propose to enter, but refer my readers to pp 207- 
16 of the first volume of the Commissioners' Report on 
Technical Instruction, in which the subject is fully dis- 
cussed. This only, I will say, that whilst such a fusion 
cannot in any way affect the efficiency of the technical 
teaching provided the supply of funds is adequate for the 
maintenance of the general, as well as of the special, 
schools, the introduction of a commercial element into the 
instruction is likely to alter the aim and purpose of what is 
generally understood by university teaching, and for this 
reason, if for no others, the German system has much to 
recommend it 



42 Education in Bavaria. [i8 

In Bavaria, besides the University of Munich, there are 
two other Universities, the one at Wiirzburg and the other 
at Erlangen. These three Universities are supported by 
ancient endowments, the incomes from which are supple- 
mented by subsidies from the State. In the year 1883-84 
the State aid amounted to iJ"73,6oo, the number of students 
in attendance being 3,800, or about .1 in 678 of the entire 
population. 

In Munich, side by side with the University, exists the 
well known Polytechnic School, for instruction in science 
in its application to industry. This institution is co-ordi- 
nate with the University, and its teaching overlaps it in 
many respects. Without having seen one of these institu- 
tions, it is almost impossible to realize their vast extent, 
the beauty of their construction, the completeness of their 
arrangements, and the luxury with which they are fitted. 
The provision of Polytechnic Schools in Germany is, 
however, greatly in excess of the requirements of the 
students. This arises from the fact that, when these 
institutions were first established, Germany was divided 
into several States, each of which tried to excel the other 
in the magnificence of its schools, and to attract to itself 
the largest number of students. In Germany these schools 
are known by the name of Technical High Schools, the 
word High School being synonymous with University. 
The annual cost of the maintenance of these establish- 
ments is about a quarter of a million of money, and the 
erection and equipment of them has cost certainly not less 
than three millions sterling. 

An essential feature of the Polytechnic School, as dis- 
tinguished from the University, is its engineering faculty ; 
and the question whether it might not be advisable to unite 
the Polytechnic with the University, by adding to the 
latter the faculty of engineering, is, as I have stated, one of 
the many educational topics which form the subject of 
discussion in Germany. It says much for the desire for 



ig\ Education in Bavaria.^ 43 

higher education in Bavaria, that, although the University 
and the Polytechnic School exist within a few yards of 
each other in the same city, and although the chemical 
laboratories of the University are perhaps the largest in 
Europe, the laboratory of the Polytechnic was, at the time 
of my visit, fully occupied, and the question of extending it 
was under consideration. The building with its collections 
has cost little less than ;^200,ooo and the annual expendi- 
ture on maintenance is ;zf20,ooo. The institution consists 
of six special schools — the general school, intended 
principally for the training of teachers, the civil engineer- 
ing school, the architectural school, the mechanical 
engineering school, the chemical school and the 
agricultural school. The leaving certificate of the Real- 
Gymnasium is accepted as a qualifying certificate for 
admission to the Polytechnic, the students obtaining a 
similar certificate from the Technical College or Industrie 
Schule, which I have described, and which they leave at 
the age of eighteen, are also admissible to the Polytechnic. 
Of course, the students coming from the Technical College 
or Industrie Schule bring with them to their studies at the 
Polytechnic a different kind of preparation from that of the 
students of the modern side of the Gynmasium. As 
represented in the diagram, the education given in the 
former is intended to be complete and well rounded off. 
fitting the student at once to enter industrial work. The 
student leaving this school has received less general 
education, less theoretical teaching, and more practical 
instruction than the student who enters the Polytechnic 
direct from the Gymnasium. It is another moot point, 
whether students who have received this more practical 
teaching are better or worse adapted to take advantage of 
the higher instruction given in the Polytechnic School, and 
many educational authorities in Germany are strongly of 
opinion that a broad basis of general instruction is that 
which best enables a student to succeed in the higher 



44 Education in Bavaria. [20 

walks of science ; and some go so far as to regret that 
students from the Indiistrie Schule, who have received 
from the beginning a different kind of training, are per- 
mitted without further preparation, to continue their 
studies in the Polytechnic Schools. It appears that at 
least sixty per cent, of the students of the Industrie Schule 
continue their studies till the age of twenty-one or twenty- 
two at the Technical High School ; and these students, it 
should be observed, have been three times passed through 
the sieve of examination, and weeded from their less 
successful competitors — first, on leaving the Elementary 
School to enter the Real-ScJmle ; secondly, on leaving the 
Real-Schide to enter the Technical College, and thirdly, 
in passing from the Technical High School. 

A special feature of the German Technical High School, 
as well as of the Universities, is the great subdivision of 
such general subjects as engineering, architecture, and 
chemistry, each special branch of the subject being placed 
in the hands of a separate professor. Thus, for example, 
there are forty-five distinct courses of lectures given in 
the engineering department of the Munich school, and the 
number of professors who give these courses is thirteen. 
There are, in all, 179 different courses of lectures mentioned 
in the programme. This distribution of teaching among 
professors, each of whom is specially conversant with the 
details of some portion of the subject, is in striking con- 
trast with the English system, in which the instruction is 
generally placed under the direction of one professor as 
head of the department, assisted by two or three lecturers 
or teachers. The most interesting and important section 
of the Munich Polytechnic is the engineering school. This 
department consists of numerous rooms for instruction in 
mechanical drawing, of large collections of models, and of 
laboratories for special practical work. To give an idea of 
its extent, it may be said that it contains six large rooms, 
used exclusively for machine drawing, one of which is fur- 



2i] Education m Bavaria. 4^ 

nished with 100 tables. The machine workshops contain 
a compound steam-engine having complete appliances for 
registering the various degrees of expansion and speed de- 
veloped. Another laboratory is furnished with a testing 
machine, working up to 100 tons, for determining the 
strain and the elasticity of various substances. This lab- 
oratory, which, in some respects, is similar to the engineer- 
ing laboratory of the Central Institution of the City and 
Guilds Institute, Exhibition Road, has been largely util- 
ized by manufacturers and others for the testing of differ- 
ent materials, both in Bavaria and throughout Germany. 
The total number of students in attendance at the Munich 
Polytechnic for the year 1884, was 901 in the winter, and 
809 in the summer session. The attendance, previously, 
had been 1300; the falling off in the number of students, 
due to the completion of the railway system of Germany 
and to the general depression of trade at the time of our 
visit, was less in this Polytechnic than in many other 
institutions of a similar character. 

I have endeavored, so far, to sketch the general system 
of instruction, and to indicate the different kinds of schools 
that are found in the City of Munich. In this bird'seye 
view of Bavarian education, I have made no reference to 
schools of art, to schools of commerce, nor to schools 
for the instruction of women. To give a full description of 
the splendid Art School of Munich would alone form sub- 
ject-matter for an interesting paper. The Art School, 
under the direction of Herr Lange, is itself a university of 
art, divided into numerous sections, in which instruction is 
given in drawing, in modelling, and design, as well as in 
their applications to a variety of different industries. The 
school has a most important influence upon trade, and its 
advantages are fully recognized and appreciated by the 
merchants and manufacturers who purchase designs pre- 
pared by the students, and whose employes receive their 
training there. Such a school, provided with the necessary 



46 Education in Bavaria. [22 

plant and apparatus for the execution in the material itself, 
be it glass, porcelain, wood, metal, or some textile fabric, 
of the design prepared by the artist, affords facilities for 
experimental art work, which, when successful, may be, 
and often is, the means of introducing into the country new 
industries. Of the schools of commerce of Germany 
and of other countries, I propose to treat in a separate 
paper. There are in Bavaria other educational institu- 
tions, fulfilling various purposes, such as training colleges 
ior teachers, music and dramatic colleges, needle-work 
schools, military and veterinary schools. 

The cost of education in Bavaria is considerable. No 
expense is spared to render these several schools thor- 
oughly efficient, both as regards the number and character 
of the teachers and as regards the excellence of the 
appointments and fittings. According to the returns most 
recently published, the annual charge of these educational 
establishments on the State is as follows : — 

Elementary Schools ^^238, 421 

Evening and Sunday Schools 19.344 

Real-Schools 76,620 

Technical Colleges 11,125 

Real-Gymnasia 9,041 

Classical Gymnasia 93,324 

Polytechnics 20,164 

Universities 78,612 

Other educational establishments (about) 100,000 

;^646,65 1 

This annual expense, it must be remembered, is borne 
by the State, in a country having a population of about 
five and a quarter millions, each inhabitant contributing 
nearly half a crown annually for the purposes ot educa- 
tion. 

In the preceding pages, I have desired to draw attention 
to the system of school organization in Bavaria, and prin- 



23] Education in Bavaria. 47 

cipally in reference to secondary education. To do so, it 
has been necessary to refer to the elementary schools and 
to the universities — at the ends of the educational ladder, 
and also to the cost of the maintenance of these institu- 
tions. Of the curricula, and of the methods of instruction 
I have said very little. The former can be obtained from 
the programmes annually published, and to enter fully 
into a description of the methods of teaching the several 
subjects comprised in the curricula would occupy consider- 
able time and space. An acquaintance with the German 
system shows that, notwithstanding many undeniable 
objections, there is much to be said in favor of State control 
of secondary and higher education. The rivalry among 
different schools, the competition for pupils, involving 
various forms of expensive advertisement, which character- 
ises the free system of England does not exist in 
Germany. The Government takes care that each district 
is provided with the schools adapted to its wants, and the 
curricula of these schools are determined by the require- 
ments of the people. The gradation and co-ordination of 
schools under such a system is far more complete than is 
at present possible in England. The lowness of the fees 
too, and the more general appreciation of the advantages 
of education, together with the desire of parents, even in 
humble circumstances, to secure for their sons immunity 
from the three years' military service, are among the 
causes which increase the attendance at the higher 
schools, and raise the standard of education among all 
classes of the German people. As regards the school- 
masters, their average earnings may be lower in Germany 
than in England, but their salary is secured to them, and is 
independent of the number of pupils in attendance at their 
schools. They are also entitled, as Government servants, 
to a pension, and their social position is good. In the 
zigzag and indirect way in which progress is made in my 
own country, we are, I believe, approaching to a condition 



48 Education in Bavaria. [24 

in which the State will exert more and more influence and 
control over secondary and higher education, and I am in- 
clined to think that the change will be to the advantage of 
our schools, and, on the whole, again to our teachers. 



1 

THE A LP HA BE T OF MA NUA L TRA TNfNG. 

WHITE'S 

Industrial Draiving 

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THE books contain only such work as is directly edu- 
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waste of time, to such a knowledge of the subject as is es- 
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book it complete in itself, requiring no cards, exercise 
books, or manual to supplement it, and are to be followed 
in order. 

Form, the language of form, and the different modes of 
form-representation, are logically taught, while the aesthetic 
side of the subject of drawing receives proper attention 
through the skillful treatment of decoration or enrichment. 

The use of objects in teaching and the making of objects 
drawn are distinguishing features of the system. 



Correspondence solicited, Favorable rates for introduction given. 

IVISON, BLAKEMAN & CO., Publishers. 

753 and 755 Broadway, N. Y. 149 Wabash Avenue Chicago. 



A Misapprehension. 

Of family books the cyclopedia comes next after the 
dictionary ; people do not kno^v it yet. 

Not long ago a dictionary \A^as considered a little ex- 
travagant. The minister had to have one of course, a 
little one probably. By and by the unabridged got into 
the common schools ; and the children found it so handy 
that people began to get it at home. But think how many 
haven't got to dictionaries yet, and what sort of people 
they are ! then you are ready to see the mistake you your- 
self are making about the cyclopedia. 

We are speaking of books as a means of intelligence ; 
not to kill time with. 

What would you do with a learned library ? You 
haven't the time. If you had, you w^ould fritter your time 
away for lack of knowing what book to go to, what page, 
and for lack of the knowledge to understand it when you 
found it. 

The cyclopedia is itself all books of knowledge made 
short and easy ; so short that you can read it ; so easy 
that you can understand it; so arranged that you can 
turn it in a minute to what you w^ant to know^. 

That is, with the cyclopedia in your house you have 
almost the whole circle of human knowledge within the 
grasp of even your children. 

The International Cyclopedia is within your reach ; 
and, on the whole, is the best for you. 

Write for particulars. 

There are hundreds of people in almost every county 
who w^ant it, and will want it for years to come unless it 
is actually brought to them. 

Suitable agents wanted to do just that. It pays. 

DODD, MEAD & COMPANY, 

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MassachUvSetts Institute of Technology. 

BOSTON, MASS. 
FRANCIS A. WALKER, President. 



The Institute of Technology offers courses, each of four years' duration, in 
Civil, Mechanical, Mining, Electrical and Chemical Engineering, in Architec- 
ture, Chemistry, Physics, Natural History and General Studies. 

THE DEPARTMENT OF CIVIL ENGINEERING 

is arranged to give the student some freedom of choice in the line of profes- 
sional preparation. It embraces a general course in civil engineering ; a 
course in railroad engineering ; and one in topography, geology, and geodesy. 
The first of these alternate courses aims to prepare the student for the general 
practice of the profession, so far as is possible under the increasing special- 
ization of its departments ; the second lays its main stress upon matters 
relating to the building, maintenance and management of railways, while the 
third has in view the training of young men for Government Surveys or for 
extended topographical work. In connection with this last course is held a 
summer school of topography and geodesy, attendance upon which is obliga- 
tory upon third year students; the sessions of this school occupy from four 
to six weeks of the summer vacation, and permit of more extended practice 
in the field than is possible in connection with the regular exercises. 

The object sought by the instruction in civil engineering is, not only to 
familiarize the student with the principles upon which all sound engineering 
must be based, but also to illustrate the application of these principles in 
such detail that he may easily see their relation to practical work. 

Advantage is taken of every opportunity to supplement the theoretical 
instruction in surveying, topography and geodesy, in hydraulic, railroad and 
sanitary engineering, in bridges, roofs, etc., by studj' and inspection of actual 
structures, or the detailed drawings relating to them, by the complete loca- 
tion and plotting of short lines of railway, by practice in original design and 
in the measurement of water, and by the inspection and criticism of works of 
water-supply, water-power, etc. The location of the school adds greatly to 
the facilities for such experimental practice. 

The tuition fee is $200 a year ; the cost of books and drawing materials 
need not exceed $30 per year. 

For catalogues and information, address, 

James P. Munroe, 
\ Secretary. 






/s< 



a 



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llTEKATURE 

AN .ILLUSTRATED 

WiEKLY-^MACAZIN'E'* '*f| 



Specimen 
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$1. a Year/ TI - — ^ 

LiTERATtrRE presents, weekly, a com- ( 
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world, t'rciin tiie standpuiut of the interest I 
of Aiiu/j-ican rcaik-rs of books. Its many 
unicjue featuix's can not be adequately de- 
scribed in tlu'se few lines. A specimen 
copy— free- will best tell its story. It 
will be one of the most characteristic and 
"lively " products of the Literary Revo- i 
lution. BiOKraphies, with portraits of ' 
notable characters; selections from new 
books, including spec^inien illustrations; 
news; criticism; anecdotes:— whatever in- 
terests readers of books— will fill its 1200 
or more handsome pages. It will also be 
the means of saving; subscribers many 
times its cost in the reduced prices of the 
books they buy, John B. Alden Pub- 
lislior, 393 Pearl St., New Yorii, or 818 
Clark St., Chicago. 



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A'j^^co; 



QUESTIONS OF THE DAY. 

3 — Our Merchant Marine. How it rose, increased, became 
great, declined, and decayed ; with an inquiry into the con- 
ditions essential to its resuscitation and prosperity. By 
David A. Wells. Octavo, cloth . . . . $1 00 

4 — The Elective Franchise in the United States. By D. C. 
McMillan. Octavo, cloth 1 00 

5 — The American Citizen's Manual. Edited by Worthing- 
TON C. Ford. Part T. — Governments (National, State, and 
Local), the Electorate, and the Civil Service. Octavo, cloth 75 

6 — The American Citizen's Manual. Part II. — The Func- 
tions of Government, considered with special reference to 
taxation and expenditure, the regulation of commerce and 
industry, provision for the poor and insane, the manage- 
ment of the public lands, etc.. Octavo, cloth . .75 
The above two volumes are also issued bound in one. 
Cloth 1 25 

9 — The Destructive influence of the Tariff upon Manufac- 
ture and Commerce, and the Figures and Facts 
Relating Thereto. By J. Schoenhof. Octavo, cloth, 75 
cents ; paper, ........ 40 

10 — Of Work and Wealth. A Summary of Economics. By 
R. R. BowKER. Octavo, cloth .... 75 

II — Protection to Young Industries as Applied in the 
United States. A Study in Economic History. By F. 
W. Taussig. Octavo, cloth . . . . . 75 

13 — Public Relief and Private Charity By Josephine Shaw 
Lowell. Octavo, cloth, 75 cents; paper . . 40 

14 — " The Jukes." A Study in Crime, Pauperism, Disease, and 
Heredity. By R. L. Dugdale. Octavo, cloth . 1 00 

17 — Heavy Ordnance for National Defence. By Wm. H. 
Jaques, Lieut. IT. S. Navy. Octavo, paper . . 25 

19— The History of the Present Tariff. By F. W. Taussig. 
Octavo, cloth ........ 75 

20 — The Progress of the Working Classes in the Last 
Half Century. By Eobt. Giffen. Octavo, paper. 25 

21 — The Solution of the Mormon Problem, By Capt. John 
Codman. Octavo, paper ...... 25 

23 — Social Economy. By J. E. Thorold Rogers. Octavo, 
cloth 75 

37— American State Constitutions : A Study of their 
Growth. By Henry Hitchcock, LL. D. Octavo, Cloth. 75 

38— The Inter-State Commerce Act: An Analysis of Its 
Provisions. By John R. Dos Passos. Octavo, cloth 1 25 

45— The Old South and the New. By Hon. W. D. Kelley. 
Octavo, cloth . . . . . . . 1 25 

46 — Property in Land. An essay on the new Crusade. By 
H. Winn. Octavo, paper ..... 25 

G. P. PUTNAM'S SONS, Publishers, New York and London. 



6. 

aUST^V E. STEOHEKT, 

IMPORTER OF 

Foreign Books and Periodicals, 

828 BROADWAY, NEW YORK. 

Catalogues of second-hand books English, French and German 

will be sent gratis on application. ^monthly bulletins of new books. 

BRANCHES, i ^"^'P^'g- Hospital Strasse, 10. 

(London, 26 King "William St., Strand, ^V. C. 

TEACHERS' BUREAU, (For both Sexes.) 

Supplies Professors, Teachers, Governesses, Musicians, etc., to Colleges, 
Schools, Families and Churches, also Book-keepers, Stenographers, Copyists, 
and Cashiers to Business Firms. 

Address, MRS. A. D. CULVER, 329 Fifth Avenue, New York. 



COLLEGE for the TRAINING of TEACHERS. 

9 University Place, New York City. 



The Circular of Information for 1888 will be issued about March 15. This 
Circular will contain the list of Professors and Students, Course of Study, infor- 
mation concerning the requirements for Admission, Scholarships, etc. 

SEND FOR A CATALOGUE 

OF THE 

Only Professional School for Teacliers in tlie UniteJ Slates. 

Address, A. W. TYLER, l)ea?i, 

9 University Place, New York City. 

The Manual Training School. 
By Prof. C. M. WOODWARD. Director of the Manual Training School, St. Louis. Price, $'2.00. Shows just how a 
manual training school should be organized and conducted. It contains courses of study, programmes of daily exercises, 
and working drawings and descriptions of class exercises in wood and metal. 

Industrial Instruction. By Robert Seidel, Mollis, Switzerland. 

Translated hv MARCARET K. S.MITIl', Oswera Normal School, N. Y. Price, SO cts. A skillful refutation of the 
objections raUed against industrial iiistruction in the schools and a philosophical exposition of the principles underlying the 
claims of hand labor to a place on the -school programme. 

How to Use 'Wood-'Working Tools. 

Edited byCHANNI.NG WHITAKER, Professor at the Mass.<ichusett5 Inslitute of Technology. Price 50 cts. A course 
of simple lessons in the use of the universal tools : the hammer, knife, axe, plane, rule, chalk-line, square, gauge, chisel, 
saw, and auger. It i? the result of actual experiments successluliy made by the Industrial School Association of Boston. 
It will help people who are interested in systematic and ellicient industrial education, to begin it. 

O. C. HEATH ii CO., Publishers, Boston, .New York, «iid Chicago. 

Diehl's Anatomy for Artists and Students. 

Price $2 00 per set of Four Plates, '20x25 Inches. Published by F. w. Devoe & Co., Ful- 
ton St., corner William, New York. 

The. student can see, at one glance, all the parts of the bones, the topography and 
the mechanical action of the muscles of the human body. As these are connected with 
their names by reference lines, they can be studied without the aid of a Text Book. 



1 

Library Bureau for Public and Private Libraries. 

For years most importajit aids to libraries ivere impracticable for want of such a Bureau. 
Greatly needed, it could be started only at a loss and go on only by hearty support. Some 
parts of its work lose money but are much needed and must be kept xip ; others barely pay ex- 
penses ; others a x>t'o fit. It is not patronage to use the losing and gu elsewhere for tlie paying 
departments. Prices will always be made as low as equal quality can be had. We appeal to 
all friends of the modern library movement for their orders for everything we undertake to 
sup>ply. 

EMPLOYMENT DEPARTMENT. 

To bring together libraries wishing help and those wishing positions, so as to get the 
right man in the right plat e. No lee to those wishing librarians, caialogers, or assist- 
anis. We also supply tiained workers to catalog or Index libraries, books, periodicals, 
or mss. Utilizing improved methods and appliances, they give belter work at less 
cost, at the Bureau, or at the library or residence. No charge except lor the time of 
the catalogers. 

CONSULTATION DEPARTMENT. 

To give expert advice as to developmg Interest, raising lands, location, building, 
fixtures, heating, lighting, ventilation, care, selecting and buying books, binding, 
cataloging. Indexing, classlflcailon, chculaiiou, rules, help, and all tue deiails ol or- 
gauizailou and admlnlstraiion, so as to secure the best results at the lowest cost, 
profiting by ihe expei iments and experience of the rest of the library world such 
advice at a cost ol perhaps $10 to $iOu orieu saves $l,ooo to the library, or to aless ex- 
perienced board of trustees a series of moriiiylng, discouraging, and expensive mis- 
takes. Where desirable, the library v\ ill be visited, aijd local requirements studied. 
Fee for either mall or personal consultation, $1 upward, based on actual time used. 

PUBLICATION DEPARTMENT. 

To publish (from the stand point of usefulness to libraries, rather than profit to pub- 
lishers) manuals tor administration, indexes, and tables ol classification, subject 
headings lor shelves and catalogs, guides, labels and various needed helps, practicable 
only through a cooperative agency like this Bureau. 

SUPPLIES DEPARTMENT. 

To furnish, of better models, materials, and workmanship, and at less cost than 
otherwise obtainable, all articles recommended by the Cooperation Committee or the 
Library Association and to equip libraries, from smallest to largest, with the best 
known devices for cheap, convenient and efficient use and administration. We supply 
the best for each use, and, if selection is left to the Bureau, the benefit of its unequaled 
experience and faclhiies is secured. 

Jixcept books and periodicals, these supplies include everything needed In th^ best 
equipped public or private library, covering the whole field as If there were no other 
source of supplies, ihe mauager gives his personal attention as an expert, to making 
or selecting and buying the best. 

Many away from large cities, or not knowing where to go, or what prices to pay, 
waste much time in getting an unsatisl'aciory article, and otleu pay more than the 
best would cost, if bought with our facllli ies. To accommodaie libraries and librarians, 
we allow anything wanted to be ordered through us, the cost never being more (it Is 
often less) than if bought directly. 

The Bureau aims to make Itself indispensable to the libraries, and to prove to them 
by experience that the most convenient, cheap, and sailslactory coui^e when any- 
thing is wanted is to come or write a once to it. We mail our large Illustrated catalog 
Issued February ISbS, for I5c. In stamps. 

LIBRARY BUREAU, 32 Hawley St. Boston. 



The Prang Course of Instruction 
in Form and Drawing. 

This course is the outgrowth of fifteen years' experience 
devoted to the development of this single Subject in public 
education, under the widest. and most varied conditions. 

It differs widely from all the so-called " Systems of Draw- 
ing" before the public. 

The aim or object of the instruction is different. 

The Methods of teaching and the Work of pupils are 
differerent. 

The Models, Text-books, and materials are on an entirely 

different Educational plan. 

The results in Schools are widely and radically different. 

It is the only Course based on the use of Models and Objects 
and for which Models have been prepared. 

,The Course prepares directly for MANUAL TRAINING. 
Many of the exercises are in themselves elementary exer- 
cises in Manual Training. 

TPiE PRANG COURSE has a much wider adoption in 
the best schools of the country than all the "Systems of 
Drawing" put together. 

More than two millions of children in public schools are 
being taught FoRM AND Drawing by The Prang Course. 

PRANGS NORMAL DRAWING CLASSES. 

These classes have been established for giving the very 
best kind of instruction in Drawing through home study 
and by correspondence. All teachers can, through these 
classes, prepare themselves to teach Drawing in their schools. 

||@-Send for Circulars in regard to PRANG'S COURSE 
OF INSTRUCTION IN FORM STUDY AND DRAW- 
ING, and also in regard to PRANG'S NORMAL DRAW- 
ING CLASSES. Address, 

THE PRANG EDUCATIONAL COMPANY, 

BOSTON. 



nyc o T^ o o-'s, JL IP s: s 



OF THE 



Industrial Education Association 



VnT T ^r> ^ i Entered at the Post Office at New York I Bi-monthiv. 

T Ulj. J.. ±yu. a. J City as second class matter. j Pbice, |1.00 a vkab. 



Education in Bavaria 

BY 

SIR PHILIP MAGNUS, 

Member of the late Royal Commission on Technical Instruction, Director of the 
City and Guilds of London Technical Institute. 



3^^ 



1 



EDITED BY 
NICHOLAS MURRAY BUTLER, Ph.D., 
President of the Industrial Education Association. 



NEW YORK. 

Industrial Education Association. 

MARCH. 1888. 

Twenty Cents, 



College fur llie Training of Teachers. 

9 UNIVERSITY PLACE, NEW YORK CITY, 



The Industrial Eilucatiou Association has founded the first pui'ely 
professional school for teachers in this conntry. It is not a normal 
school, but a training college. Students of both sexes are admitted on 
passing the required examination. The course of study occupies two 
years and includes psychology, the history and science of education, 
methods of teaching, school organization, natural science and the con- 
struction of simple illustrative apparatus, the history of civilization and 
the philosophy of history, the kindergarten, observation and practice in 
the model school, etc. Special attention is given to ti-aining in indus- 
trial art, domestic economy, mechanical drawing, and wood-working. 
In all these departments the demand for ti'ained teachers far exceeds 
the supply, and there is an excellent opening for competent teachers. 

Entrance Examinations for the College will be held on June 19, 1888, 
at the College building, New York City, and also at Philadelphia, Bos- 
ton, Springfield, Mass., Albany, Buflfalo, Cleveland, Chicago, St. Louis, 
St. Paul, Omaha, Denver, Cincinnati, Pittsburg, Richmond, Atlanta, 
and New Orleans. 

Tuition, $60 per annum. Board and lodging can be ol)tained at mod- 
erate prices. A limited number of scholarships have been established 
to aid deserving students. 



FACULTY. 

Nicholas Murray Butler, Ph,D., President aud Professor of the History aud lustitutes of 
Ediicatiou. 
Charles R. Richards, Professor of Mechanical Drawing and Wood- Working. 
Julia Hawks Oakley, Professor of Domestic Economy. 
Hannah J. Carter, Professor of Industrial Art. 
Angelina Brooks, Professor of Kindergarten Methods aud Director of the Kindergarten. 

Professor of Natural Science. 

Professor of History, aud Lecturer on Methods of Teaching. 



LECTURERS, 1887-8 

President Thomas Hunter. LL.D., New York City Normal College. 

Superintendent W. N. Barringer, Newark, N. J. 

Prof. W. O. Atwater. Wesleyan University. 

Superintendent C. E. Melenev, Paterson N. J. 

Prof. John F. Woodhull, New Paltz Normal School. 

Superintendent N. A. Calkins, New York. 

Prof. H. M. Leipziger, New York. 

Dr. Jerome Allen, Editor of the ScJiool Journal. 

Col. Francis W. Parker, Cook County Normal School, III. 

Walter 8. Perry, Esq., Pratt Institute. 

Dr. William A. Hammond, New York. 

Prof. II. M. McCracken, University of the City of New York. 

Dr. J. A. Keinbart, Principal Of High and Normal Schools, Paterson, N. J. 

Principal W. M. Uiffin, Newark N. J. 

Miss L. E. Fay, Supervisor of Drawing, Springfield Mass. 

Prof. W. R. Ware, Columbia College. 

Prof. H. T. Peck, Columbia College. 

Dr. W. H, Carpenter, Columbia College. 

Dr. W. A. Dunning, Columbia College. 

Dr. D. K. Dodge, Columbia College. 

George H. Baker, A.M., Columbia College. 

For detailed information, circulars, etc., address 

ARTHUR W. TYLER, A.M., 
Dean of the College for the Training of Teachers. 
9 University Place, New York City. 



EDUCATIONAL. MONOGRAPHS. 

Under the auspices of the INDUSTRIAL EDUCATION ASSOCIATION 
the foremost Educators and Public School Workers, both in this country and 
abroad, will furnish a series of papers to teachers on the Educational Questions 
of the Day. The papers will be concise, clear and comprehensive. The 
school, the academy and the college will all furnish subjects for monographs. 

Especial prominence will be given to the Manual Training Movement, and 
several of the early numbers will discuss the problems which it raises. 

Six Monographs will appear each year, and the subscription price has been 
fixed at the extremely low price of $i.oo per annum. 

Educational writings of such high character have never before been offered to 
teachers at so low a price. The following are ready or in preparation : 

I. A Plea for the Tiaining of the Hand, by D. C. Gilman, LL.D., Presi- 

dent of Johns Hoijkins University. — Manual Training and the Public 
School, by H. H. Belfield, Ph.D., Director of the Chicago Manual 
Training School. 24 pp. 
" For the student or teacher who is making a study of manual training this first number 

of the Educational Monograph Series is the best possible introduction to the subject " 

— Science. 

II. Education in Bavaria, by Sir Philip Magnus, Director of the City 
and Guilds of London Institute. 

Manual Training in Sweden, by Peof. A. Sluts, of the Normal School, 
Brussels. 

The Function of the Public School, by Peof. W. H. Payne, of the Uni- 
versity ol Michigan. 

Mark Hopkins, Teacher, by Peof. Levekett W. Speing, of Williams Col- 
lege. 

The Teaching of History, by De. Edwaed Channing, of Harvard Univer- 
sity. 

Objections to Manual Training, by Col. Francis W. Parker, of Cook 
Co. (111.), Normal School. 

Extent of the Manual Training Field, by Peof. C. M. Woodward, of 
Washington University, St. Louis. 

Historical Aspects of Education, by Oscar Browning, M. A., of King's 
College, Cambridge. 

Graphic Methods in Teaching, by Charles Barnard, Esq., of Chau- 
tauqua T. C. C. 

Elementary Science in Schools, by Prof. W. Lant Carpenter, of London. 

The Jewish Theory of Education, by Peof. Henet M. Leipziger, Direct- 
or of the Hebrew Technical Institute. 

Physical and Industrial Training of Criminals, by Dr. H. D. Wet, of 
State Reformatorj', Elmira, N. Y. 

Domestic Science in the Schools, by Mes. Emma P. Ewing, of Purdue 
University. 

The Science of Cooking as a Factor in Public Education, by Mrs. 
Ellen H. Eichaeds, of Mass. Institute of Technology. 

Monographs will also be written by PROF. FRIEDKICH PAULSEN, of the University of 
Berlin; DK. E. HANNAK, of Vienna : PROF. A. SALICIS. of Paris; PRESIDENT VV. P. 
JOHNSTON, of Tulane Univevsity ; SUPERINTENDENT JAMES McALISTEK, of Phila- 
delphia; SUPERINTENDENT JOHN E. BRADLEY, of Minneapolis and others. 

Leaflets are also issued from time to time, giving information on specific educational 
topics. The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2 cent stamp. 
Superintendents and others ordering a quantity are offered a liberal discount. 

The payaieut of 50 cents will entitle any jDerson to receive all the Leaflets that may be 
issued for one year. They will be sent by mail promptly as issued. Leaflets are now 
ready on " The Argument for Manual Training," " Public Education in Germany," *• The 
Albany (N.Y.) Report on Manual Training," "Manual Training in Springfield, Mass.," 
"The Naas Seminary for Teachers," •' The Scientific Treatment of Education," " What the 
Teachers Recommend in France," etc. Others are in preparation. 

For Monographs or Leaflets address, enclosing postal note or money order, payable to the 
Industrial Education Associatlou 

ARTHUR W. TYLER, A. M., 

Dean of the College for the Training of Teachers. 

9 University Place, New York City. 



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B@-BEWARE OF IMITATIONS. ..^sfl 



LIBRARY OF CONGRESS 
Mil 1 111 



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